Published

27-4-2026

Type of Work

Article - Journal

Project Affiliation

SAE University College

Abstract

Today’s students enter higher education from diverse backgrounds with differing educational pathways. Universal design for learning recognises that learners are not homogenous and suggests ways of improving engagement, understanding and agency for heterogeneous learners by including varied resource formats and instructional approaches, or multiple means of representation. While institutional imperatives often call for consistency of approaches and pre-designed content formats, this small pilot study asks if the implementation of varied resources and activities can enhance student comprehension and understanding of project requirements in a creative course. This small-scale study surveyed students on the perceived value of a variety of resources, supported by reflexive comments and in-class observations. These emerging results are indicative that manageable inclusions are perceived as beneficial to student understanding and point to future research to support the integration of varied learning content.

Notes

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Citation

Stephens, C. (2026). Using multiple means of representation to enhance higher education student learning. Imaginings: Creative Practice and Inquiry, 2(1), Article 9. https://creo.sae.edu.au/imaginings/vol2/iss1/9

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